TY - JOUR
T1 - Stakeholders’ Perceptions of a School-Based Eye Care Programme in Baltimore, MD
AU - Kretz, Alyssa M.
AU - Vongsachang, Hursuong
AU - Friedman, David S.
AU - Callan, Jonathan
AU - Wahl, Madison
AU - Mukherjee, M. Rani
AU - Neitzel, Amanda
AU - Collins, Megan E.
N1 - Funding Information:
This work was supported by the Johns Hopkins Catalyst Award.
Funding Information:
This work was supported by the Johns Hopkins University [Catalyst Award]. We wish to thank our programme partners for making this research possible. We gratefully acknowledge the contributions of the following organisations and departments towards the Vision for Baltimore programme: Mary Beth Haller, Francine Childs, Joy Twesigye, and Tempestt Little from the Baltimore City Health Department; Louise Fink from the Baltimore City Public School System; Ann Hollister, Damian Carroll, and Wade Brown from Vision To Learn; Hannah Reeve and Jesse Schultz Sneath from Warby Parker; and Christine SySantos Levy, Grace Galiani, and Anne Currie from the Johns Hopkins University.
Publisher Copyright:
© 2021 Taylor & Francis Group, LLC.
PY - 2022
Y1 - 2022
N2 - Purpose: To explore stakeholders’ perceptions of a school-based vision programme (SBVP). Methods: We conducted 20 focus groups with 105 parents and teachers at schools in Baltimore, MD, that participated in a SBVP. Facilitators used a semi-structured interview guide to discuss participants’ perceptions of the SBVP. Focus groups were audio-recorded, transcribed, and coded using inductive thematic analysis. Results: Participant perceptions fell into three categories: benefits of school-based eye care, limitations of school-based eye care, and observation of impact. The majority of participants had positive comments about the programme; benefits included convenience (location, time, and cost), the comprehensive nature of the programme, the quality of the eyeglasses and ability to receive replacements, and a positive screening/exam experience. Limitations of programme impact were related to communication and organisation, the time to receive the glasses, missed instructional time, and uncertainty about screenings. Observations of impact included academic and classroom improvements, as well as visual and other health improvements. Conclusion: Parents and teachers reported mostly positive perceptions regarding the SBVP. Their appreciation for the convenience underscores that location, cost, time, and comprehensive services are crucial aspects for implementing a successful programme. To maximize impact, programs must also implement robust communication campaigns that integrate into the schools’ workflow to help parents and teachers stay engaged in the process from start to finish.
AB - Purpose: To explore stakeholders’ perceptions of a school-based vision programme (SBVP). Methods: We conducted 20 focus groups with 105 parents and teachers at schools in Baltimore, MD, that participated in a SBVP. Facilitators used a semi-structured interview guide to discuss participants’ perceptions of the SBVP. Focus groups were audio-recorded, transcribed, and coded using inductive thematic analysis. Results: Participant perceptions fell into three categories: benefits of school-based eye care, limitations of school-based eye care, and observation of impact. The majority of participants had positive comments about the programme; benefits included convenience (location, time, and cost), the comprehensive nature of the programme, the quality of the eyeglasses and ability to receive replacements, and a positive screening/exam experience. Limitations of programme impact were related to communication and organisation, the time to receive the glasses, missed instructional time, and uncertainty about screenings. Observations of impact included academic and classroom improvements, as well as visual and other health improvements. Conclusion: Parents and teachers reported mostly positive perceptions regarding the SBVP. Their appreciation for the convenience underscores that location, cost, time, and comprehensive services are crucial aspects for implementing a successful programme. To maximize impact, programs must also implement robust communication campaigns that integrate into the schools’ workflow to help parents and teachers stay engaged in the process from start to finish.
KW - School-based vision programme
KW - paediatric eye health
KW - qualitative research
KW - refractive error
KW - vision screening
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U2 - 10.1080/09286586.2021.1946825
DO - 10.1080/09286586.2021.1946825
M3 - Article
C2 - 34251966
AN - SCOPUS:85110511537
SN - 0928-6586
VL - 29
SP - 252
EP - 261
JO - Ophthalmic Epidemiology
JF - Ophthalmic Epidemiology
IS - 3
ER -